An interesting point is that our school community is aging: we have more and more upper elementary and high school students, which brings new expectations. In our analysis, we look at the entire school, so responses from parents of kindergarten through high school students are included in the aggregated data. However, irrelevant answers — for example, subject-specific feedback for kindergarteners — are filtered out.

Results for 2024

In the survey, we asked families about five topics: rules, communication and partnership, learning (organization), individual goals and mentoring, and system-building. We asked them to rate their responses on a four-point scale: true, partially true, don’t know, and not true at all. From these responses, we can determine where BPS is strong and where it could be stronger across the whole community.

In our analysis, we considered all answers to a given question as 100%. "True" responses were placed in the positive range and marked in blue. "Don't know" responses were the first half of the negative range and marked in gray. "Partially true" responses fell into the second half of the negative range, marked in orange. "Not true at all" responses occupied the last portion of the negative range, marked in red.

We aggregated and ranked the responses in descending order to show strengths and weaknesses.

Summary of Parent Survey Responses in Descending Order

Based on the data, parents rated the school positively in many areas, with stable high performance in several respects, and even improvement in some areas. In the following areas, more than 80% satisfaction was observed:

• Knowledge of School Rules and Values: Parents felt that children know the school rules and values well, which shows that the institution has built strong community norms.
• Mentor Relationships: Children's relationships with their mentors were considered excellent, which is essential for supporting each student's personal development.
• Friendships: Most children expressed positive feelings about friendships at school, a vital part of community experience and well-being.
• Listening to Children's Opinions: Feedback indicated that the school is open to children's opinions, allowing them to feel valued and involved in school decision-making.
• Safety and Support: Parents received help from teachers regarding safety concerns and felt supported when questions arose.

Challenges: Where Can We Improve?

The survey highlighted areas where we can still improve or where our ratings declined compared to the previous year.

• Quality of Feedback: Although children’s evaluations are available, their quality and format are insufficient for tracking learning progress.
• Special Education Assessments and Development Plans: Not all cases include children’s assessments or the creation of development plans in collaboration with parents.
• Conflict Resolution: Conflicts between children and conflicts between children and parents were notable this year. Teachers cannot always handle these situations effectively, and in some cases, children experienced hurtful incidents at school.
• Challenge in Learning: According to parents, children do not receive sufficiently challenging tasks at school.
• Compliance with Rules: Although children know the rules, parents believe they struggle to follow them. Teachers also face challenges managing rule-breaking and conflicts.

Changes in Feedback

The following chart shows how the average rating changed for each feedback criterion. Something can still be very good even if it didn’t improve or even declined this year. For example, "children’s efforts" received positive feedback from parents, but on the previous chart, it was among the less well-performing criteria. Another example is "achievement of children's learning goals": although we improved in this area, it is still among the criteria where BPS performs less well.

Positive Changes

We are very pleased to see that we are becoming more accurate and predictable: children have a functioning timetable, receive regular feedback, and there is progress in the transparency of modules and communication with mentors. According to feedback, parents have a better view of how their children are progressing and what steps they can take to support further growth.

Areas for Improvement

However, we observed a decline in parental information and conflict management, as well as weaker feedback on rule enforcement. One possible reason could be the aging of the BPS community, with more upper elementary and high school students. With the growth of the over-12 age group, learning expectations and challenges also change, which may affect parents' experiences, as learning outcomes may be less visible in the short term when students pursue deeper, long-term development goals.

It is important to us that we monitor these trends based on feedback and continue to work on improving the quality of learning feedback and refining our operations in the future.

Next Steps

This overview represents the entire BPS, but in individual micro-schools, there may be differences from the average in both positive and negative directions. As part of the analysis, similar evaluations for each micro-school will be shared with the teaching team and parent community. These evaluations will show their community's responses and the overall BPS average.

This year, we are putting extra effort into conflict resolution, a school-wide focus area. We are directing additional resources here so that both parents and teachers can handle conflicts better. Other topics — rule adherence, communication, improving feedback, and demonstrating learning progress — are not currently organizational goals, but we acknowledge and record these concerns, and the teaching teams will receive them as well.